Physiological responses in different intensities of resistance exercise – Critical load and the effects of aging process

Aim was to identify critical load (CL) in young and elderly apparently healthy male cohorts. To contrast the metabolic, cardiovascular and perceptual responses on CL according to age. We evaluated 12 young (23 ± 3 years) and 10 elderly (70 ± 2 years) apparently healthy active males, who underwent: (1) 1 repetition maximum (1RM) test on a 45° Leg Press; (2) on different days, three high-intensity resistance exercise constant load tests (60%, 75% and 90% 1RM) until fatigue (Tlim). Absolute values of both the CL asymptote and curvature constant (kg) were significantly lower in elderly subjects (P < 0.05). In contrast, elderly subjects demonstrated a significantly higher number of repetitions at CL when compared with young subjects (P < 0.05). As expected, oxygen uptake (VO₂) and heart rate (HR) during maximal aerobic exercise testing were significantly reduced in older subjects. However, percent-predicted aerobic capacity were higher in older subjects (P < 0.05). In addition, blood lactate ([La^?]) corrected to Tlim and rating of perceived exertion values were greater in younger subjects at all intensities (P < 0.05). These findings, despite reduced force production in older subjects, endurance-related parameters are well preserved according to age-adjusted percent-predicted values in apparently healthy males.     

Training test-taking skills: A critical analysis

Children, as well as adults, can be handicapped when taking a standardized test because of an unfamiliarity with the test format or with the requirements of the testing situation. This review presents a critical analysis of the skills required for test-taking, the training of test-taking skills, and the experimental evidence on the training. Based on the recommendations of psychologists such as Thorndike, Cronbach, and McClelland, practical classroom strategies for test-taking are discussed. Cautions on the pitfalls of training test-taking skills on questionable dimensions, such as on test item content, are also discussed. The review concludes with recommendations for a task-specific instructional unit which trains the necessary skills for test-taking to assure that the score on the test is an accurate measurement of the skill being assessed.     

Spontaneous Tumor Lysis Syndrome in an Infant: A Case Report

Tumor lysis syndrome has been observed in patients with malignancies with high cellular burden and high cell turnover, tumor sensitive to therapy, especially after initiating medical treatment. It very rarely occurs spontaneously. The case described here is of 6 months male infant who presented with fever since 1 month and loose stools associated with blood since 15 days. The laboratory investigations showed lactate dehydrogenase (LDH) of 6,192 IU/L and serum uric acid 18.2 mg/dl along with pancytopenia. The infant presented with electrolyte abnormalities and renal failure.     

Improving Information Literacy Skills for Psychology Majors: The Development of a Case Study Technique

This article describes the development of a faculty–librarian collaborative project that integrated discipline-specific information literacy into an upper-level psychology class. The instruction involved a case study technique in order to increase student engagement in a content area while helping students gain needed information literacy skills that meet professional guidelines. We found that employing this approach enhanced instructor ability to more fully and meaningfully engage with students within a more comfortable classroom atmosphere. This method may be easily adapted to other disciplines as it allows for much creativity and selection of course-relevant themes.     

Making Space for Place: Mapping Tools and Practices to Teach for Spatial Justice

This article presents a set of spatial tools for classroom learning about spatial justice. As part of a larger team, we designed a curriculum that engaged 10 learners with 3 spatial tools: (a) an oversized floor map, (b) interactive geographic information systems (GIS) maps, and (c) participatory mapping. We analyze how these tools supported learning using notions of politicization. The floor map fed conceptual understandings of the map as a representational text and served as the terrain for an embodied activity to support proportional reasoning about inequitable distributions of resources. The data-rich GIS maps and their zoomability allowed for coordinating across multiple variables to connect patterns in inequities to other social processes. The participatory mapping enabled learners to make discoveries about, connect, and share beyond the individual classroom counterstories from people in the lived streets of their neighborhood. In aggregate, this set of spatial tools produced a complex, hybrid view of the city’s space, which contributed to learners’ political formation.